A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC

Smart Learning Environments

Table 8 Result of the serial mediation analysis

Hypothesizes	Indirect effects			Beta	Lower	Upper	P
H9a	Instructional support	→	Instrumentality- promotion → Deep approach	0.114	0.072	0.168	0.001
H9b	Technical support	→	Instrumentality-promotion → Deep approach	− 0.003	− 0.023	0.016	0.793
H9c	Peer support	→	Instrumentality- promotion → Deep approach	0.026	0.006	0.049	0.029
H10a	Instructional support	→	Instrumentality-promotion→ Surface approach	− 0.108	− 0.164	− 0.062	0.001
H10b	Technical support	→	Instrumentality-promotion→ Surface approach	0.003	− 0.015	0.020	0.793
H10c	Peer support	→	Instrumentality-promotion→ Surface approach	− 0.025	− 0.046	− 0.006	0.029
H11a	Instructional support	→	Instrumentality-prevention→ Deep approach	0.094	0.042	0.161	0.002
H11b	Technical support	→	Instrumentality-prevention→ Deep approach	0.014	− 0.003	0.035	0.176
H11c	Peer support	→	Instrumentality-prevention→ Deep approach	0.106	0.052	0.166	0.002
H12a	Instructional support	→	Instrumentality-prevention→ Surface approach	− 0.085	− 0.137	− 0.040	0.003
H12b	Technical support	→	Instrumentality-prevention→Surface approach	− 0.013	− 0.036	0.002	0.176
H12c	Peer support	→	Instrumentality-prevention→ Surface approach	− 0.096	− 0.150	− 0.045	0.003